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Geography Year 4

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Matt Smith

on 11 April 2014

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Transcript of Geography Year 4

Geography Year 4
Unit Background
Geography for the year 4 classroom

Developing student's World knowledge!


Teacher Background Knowledge
Defining Geography

Matching subheadings of Geography with the continents and countries that underpin the unit concept
Assessment
Unit Overview
Unreliable Ralph Roams the World!

Approx. 10 hours of combined class time
14 lessons

"Building World knowledge and identifying different forms of sustainability"

Australian Curriculum
Elaboration
Geography Concepts
Formative Assessment
South Africa
Africa
Africa
Egypt
South America
Brazil
South America
Colombia
Goal Statement
Key Inquiry Questions
Summative Assessment
Content Underpinning Unit

Cross-Curricular Priorities

General Capabilities

South Africa

Egypt
Brazil
Colombia
Micro Teaching Lesson
Unreliable Ralph:
Year 4 Level Description:

Students’ mental maps of the world and their understanding of place are further developed through learning the location of the major countries in South America and Africa and investigating their types of natural vegetation and native animals on those continents.

The inquiry process provides opportunities to consider the sustainable use of environments and resources and to apply this information to develop a plan for appropriate action that people could take to improve environmental quality.


Climate:
What are the climate types of the countries South Africa, Egypt, Brazil and Colombia?
How do they compare or differ from Australia’s climate?

Plants and animals:
What is the link between plants and animals and the climate they are found in?
Can we expect to find the same plants and animals in different countries with the same climate?

Environment:
What are the main landscape characteristics of the countries South Africa, Egypt, Brazil and Colombia?
How does the environment support the lives of people and other living things?

Sustainability:
How does our global situation, government, climate, landscape and economics, change our views on sustainability?


Place:

Space:

Environment:

Interconnection:

Sustainability:

Scale:

Change:


Located at the southern most tip of the continent of Africa.
The country has a population of 47 400 000 people and an area of 1 219 089 sq km.
The climate zone vary greatly across the country due to the variety of height in the land.
Has been a democratic government since 1994.
Largest economic power on the continent
Capital city - Pretoria, Cape Town and Bloemfontein.
Native animals consists of the Aardvak, Cape Buffalo & Kudu.
Natural vegetation consists of the Baobab tree & Proteas.


Research fact-sheets

Anecdotal records

Student portfolios


Group Stall:

Students are divided into small groups
Within each group students are to select one of the four countries which have previously been discussed within the unit
Students are to construct a stall promoting their country of choice/expressing why other countries should purchase their produce
Students create a 1-2 minute presentation outlining a sustainability issue of they're particular country which has not already been discussed in class

Stall must encompass:

Written brochure outlining the countries;
- neighbouring countries, as well as the continent which it is apart of
- relative location in the spectrum of the world map
- main types of vegetation, and native animals; compare them to vegetation and native animals of a similar climate within Australia.
- Visual representations
- Multi-modal


Located in the north east corner of the continent.
Contains the longest river in the world - the Nile. If not for the Nile the whole country would be considered a desert.
Climate is hot and dry with as little as 3cm of rain each year. its agriculture sustained by the flooding of the Nile delta each year.
Contains some of the oldest buildings and artifacts in the world which drive the countries tourism.
The country has a population of 78 887 007 people and an area of 1 001 449 sq km.
Not a politically stable country
Capital city - Ciaro
Native animals consist of Camels, Egyptian (King) Cobra & the Nile Crocodile
Natural vegetation consists of the Lotus Flower & Phoenician Juniper Tree


Largest and most populated South American country.
Contains the Amazon Rainforest: the largest in the world, This rainforest has a large biodiversity containing thousands of forms of life.
Climate is the region is fairly similar across most of the country, with warm with and constant rainfall.
Democratic republic since 1985
Capital City - Brasilia
Native animals consist of Piranhas & the Anaconda
Natural vegetation consists of the Pau-brasil tree & Coco Tree

Place
Space
Environment
Interconnection
Sustainability
Change

'Explaining geographical phenomena by investigating how they have developed over time."

Environmental, economic, social and technological change is spatially uneven, and affects places differently.

Scale

'The capacity of the environment to continue to support our lives and the lives of other living creatures into the future."

Sustainability is both a goal and a way of thinking about how to progress towards that goal.


"No object of geographical study can be viewed in isolation."

Environmental and human processes, for example, the water cycle, urbanisation or human-induced environmental change, are sets of cause-and-effect interconnections that can operate between and within places.


"The significance of the environment in human life, and the important interrelationships between humans and the environment."

Culture, population density, type of economy, level of technology, values and environmental worldviews influence the different ways in which people perceive, adapt to and use similar environments.
Each type of environment has its specific hazards. The impact of these hazards on people is determined by both natural and human factors.


"The significance of location and spatial distribution, and ways people organise and manage the spaces that we live in."

The individual characteristics of places form spatial distributions, and the analysis of these distributions contributes to geographical understanding.


'The significance of places and what they are like."

Places are parts of the Earth’s surface that are identified and given meaning by people. They may be perceived, experienced, understood and valued differently.
The places in which we live are created, changed and managed by people.


Literacy

Numeracy

Information and communication technology (ICT) capability

Critical and creative thinking

Personal and social capability

Ethical understanding


The concept of place is about the significance of places and what they are like.

The concept of space is about the significance of location and spatial distribution, and ways people organise and manage the spaces that we live in.

The concept of environment is about the significance of the environment in human life, and the important interrelationships between humans and the environment.

The concept of interconnection emphasises that no object of geographical study can be viewed in isolation.

The concept of sustainability is about the capacity of the environment to continue to support our lives and the lives of other living creatures into the future.

The concept of scale is about the way that geographical phenomena and problems can be examined at different spatial levels.

The concept of change is about explaining geographical phenomena by investigating how they have developed over time.

Sustainability

Analysing different countries sustainability plans

How these plans are implemented by various government groups to sustain the use of human resources
Defining Geography

Geography emphasises inquiry-based learning and teaching. Opportunities for student-led questioning and investigation should be provided at all stages of schooling.

The curriculum should also provide opportunities for fieldwork at all stages, as this is an essential component of geographical learning.

(ACARA, 2014)

Geographical Skills Scope and Sequence
Observing Questioning & Planning:

Develop geological questions to investigate

Collecting, Recording, Evaluating &Representing:

Collect and record relavent geographical data and information for example, by observing, by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and internet

Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title, and north point, and describe their location using simple grid references, compass direction and stance

Interpreting, Analysing & Concluding:
Interpret geographical data to identify distributions and patterns and draw conclusions

Communicating:
Present findings in a range of communication forms

Reflecting & Responding:
Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal

Students will:

participate in individual and collaborative group work throughout the unit as well as summative assessment

be assessed on their ability to gather information and present their findings in multiple forms (written, spoken, multi-modal)

"The way that geographical phenomena and problems can be examined at different spatial levels."

Generalisations made and relationships found at one level of scale may be different at a higher or lower level. For example, in studies of vegetation, climate is the main factor at the global scale but soil and drainage may be the main factors at the local scale.


Located in the North Western section of continent of South America
Connection point between the North and South continent
population of 44,379,598
live in an area of 1.138,910 sq km
Tropical climate (hot, wet)
Large forest areas with great bio-diversity
Democratic government
Bad reputation for growth of illegal crops
Native animals consist of the Sloth, the Puff Leg & speckled bears
Natural vegetation consist of Quindo Wax Palm & Passionfruit

Unit Lessons Overview
Year 4

Lesson 5

Gathering information phase

'Unreliable Ralph' - letter 1
Dear 4A

The flight to my new location was long and an eventful journey. Upon my arrival I was taken back by the picturesque view of the Atlantic Ocean to the east. However, my enthusiasm was short lived when I realised I had to lug my baggage up a steep granite incline in the sapping outdoor heat. How I wish I were cooling off in country's Amazon River at that very moment!
During the flight I managed to be allocated a window seat where I could pear out at the landscape below. The mountainous terrain was a focal point of the scenery, which branches out right across the country. Deforestation seems to be a big business over here because it seems like everywhere you look rainforests are being chopped down. Lucky the country appears to have plenty of forestry at its disposal.
The streets are lined with children playing football, whilst onlookers cheer boisterously. It’s as though the game is a religion to the people. No words can describe the passion and enthusiasm they share for the sport.
I cannot wait to get my voyage underway and visit as many things as this country has to offer.


Until next time,
Ralph
Unreliable Ralph Letter
Geography for Year 4

The Foundation 2 concepts continue to be a focus of study in Years 3–6 but the scale of the places studied moves from the local to national, world regional and global scales.

The concepts of sustainability and change are also introduced in these years.
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